{"id":7000,"date":"2016-10-17T12:52:13","date_gmt":"2016-10-17T17:52:13","guid":{"rendered":"http:\/\/writing.wisc.edu\/blog\/?p=7000"},"modified":"2026-04-17T13:56:08","modified_gmt":"2026-04-17T18:56:08","slug":"tutor-session-reports-narratives-we-build-together","status":"publish","type":"post","link":"https:\/\/dept.writing.wisc.edu\/blog\/tutor-session-reports-narratives-we-build-together\/","title":{"rendered":"Tutor Session Reports\u2014Narratives We Build Together"},"content":{"rendered":"<div style=\"margin-top: 0px; margin-bottom: 0px;\" class=\"sharethis-inline-share-buttons\" ><\/div>\n<h4 class=\"wp-block-heading\"><strong>By Angela J. Zito<\/strong><\/h4>\n\n\n<div class=\"wp-block-image wp-image-7001\">\n<figure class=\"alignright\"><img loading=\"lazy\" decoding=\"async\" width=\"150\" height=\"150\" src=\"http:\/\/writing.wisc.edu\/blog\/wp-content\/uploads\/000_0084-150x150.jpg\" alt=\"Angela looks over from her right shoulder. \" class=\"wp-image-7001\"\/><figcaption class=\"wp-element-caption\">Angela Zito has worked as a tutor with the UW-Madison Writing Center since 2013 and currently serves as a Co-Coordinator for the Center. She is a PhD candidate in English Literary Studies.<\/figcaption><\/figure>\n<\/div>\n\n\n<p class=\"wp-block-paragraph\">This past summer, I had the good fortune to step from the familiar position of tutoring at the UW-Madison Writing Center into two roles new to me: administration as co-coordinator at the Writing Center, and instruction with <a href=\"http:\/\/writing.wisc.edu\/blog\/?p=4643\">Madison Writing Assistance<\/a> (MWA), our center\u2019s community-based arm. While each of these positions has me thinking about the work of the Writing Center, its tutors, and its writers in many new ways, I\u2019ve found myself thinking quite a bit about the documentation for all these MWA and writing center tutoring sessions\u2014that is, their records.<\/p>\n\n\n<div class=\"wp-block-image\">\n<figure class=\"alignleft is-resized\"><a href=\"http:\/\/writing.wisc.edu\/blog\/wp-content\/uploads\/MWA-session-report-form.png\"><img loading=\"lazy\" decoding=\"async\" width=\"643\" height=\"955\" src=\"http:\/\/writing.wisc.edu\/blog\/wp-content\/uploads\/MWA-session-report-form.png\" alt=\"Screenshot of the MWA Session Report Form for Fall 2016 on Google Forms. \" class=\"wp-image-7002\" style=\"width:329px;height:auto\" srcset=\"https:\/\/dept.writing.wisc.edu\/blog\/wp-content\/uploads\/MWA-session-report-form.png 643w, https:\/\/dept.writing.wisc.edu\/blog\/wp-content\/uploads\/MWA-session-report-form-202x300.png 202w\" sizes=\"auto, (max-width: 643px) 100vw, 643px\" \/><\/a><figcaption class=\"wp-element-caption\">MWA session reports are submitted and stored using Google Forms<\/figcaption><\/figure>\n<\/div>\n\n\n<p class=\"wp-block-paragraph\">I know, yes, session records tend to fall pretty low on the list of exciting and impressive things in writing center pedagogy and administration. But, in my work as a tutor with MWA, I\u2019m continually struck by the clarity of function of these reports\u2014they support the program\u2019s funding and development by building a narrative in grant proposals detailing MWA\u2019s effective responses to community writing needs.<\/p>\n\n\n\n<p class=\"wp-block-paragraph\">Without that documentation of the writing assistance MWA provides, MWA might not maintain the funding necessary to provide that assistance. Session records, for MWA, are consequential narratives with a clear audience and purpose.<\/p>\n\n\n<div class=\"wp-block-image\">\n<figure class=\"alignright is-resized\"><a href=\"http:\/\/writing.wisc.edu\/blog\/wp-content\/uploads\/MyWConline-client-report-form.png\"><img loading=\"lazy\" decoding=\"async\" width=\"231\" height=\"300\" src=\"http:\/\/writing.wisc.edu\/blog\/wp-content\/uploads\/MyWConline-client-report-form-231x300.png\" alt=\"Screenshot of a completed MWA report. Notes include reminders for the tutor to remember returning appointments. \" class=\"wp-image-7003\" style=\"width:296px;height:auto\" srcset=\"https:\/\/dept.writing.wisc.edu\/blog\/wp-content\/uploads\/MyWConline-client-report-form-231x300.png 231w, https:\/\/dept.writing.wisc.edu\/blog\/wp-content\/uploads\/MyWConline-client-report-form.png 733w\" sizes=\"auto, (max-width: 231px) 100vw, 231px\" \/><\/a><figcaption class=\"wp-element-caption\">When I wasn\u2019t writing for my colleagues, I wrote session records almost as reminders for myself, as in the case of my ongoing appointments with this dissertator.<\/figcaption><\/figure>\n<\/div>\n\n\n<p class=\"wp-block-paragraph\">As an instructor in the campus writing center, I didn\u2019t feel this same imperative when writing up my records at the end of a shift, though I knew our records contribute (along with student evaluations, testimonials, workshop attendance, campus <a href=\"http:\/\/writing.wisc.edu\/blog\/?p=6916\">outreaches<\/a>, etc.) to a fat stack of evidence asserting both the need for and high quality of our center. I wrote my records primarily with my colleagues in mind, who might work with the same student I did at a later date and need some background on the student\u2019s concerns and advancements. To keep the record-writing process as quick and smooth as possible, more often than not I used a narrative formula: <em>Student came in with assignment <\/em>x<em>, concerned about <\/em>y<em>; we addressed <\/em>y<em> (and maybe <\/em>z<em>, too) by talking about <\/em>a<em> and practicing <\/em>b.<\/p>\n\n\n\n<p class=\"wp-block-paragraph\">In the administrative position of co-coordinator, I\u2019m writing fewer of my own records these days and reading more of my colleagues\u2019. The variety of style, structure, points of emphasis and level of detail multiply, for me, the potential functions of these session records. I wonder to what degree session records pose insular narratives of unique encounters between tutor and student? To what degree are they dialogic? Is there crosstalk in individual students\u2019 records, and what might the significance of that crosstalk be? What do these narratives tell us about our students, our tutors, our culture of teaching?<\/p>\n\n\n\n<h2 class=\"wp-block-heading\">Session Records and Institutional Narratives<\/h2>\n\n\n\n<p class=\"wp-block-paragraph\">In her article \u201c\u2019I Thought I\u2019d Put That in to Amuse You\u2019: Tutor Reports as Organizational Narrative\u201d (2013), Rita Malenczyk notes that session records function differently from center to center: they might be primarily <em>informational<\/em>, in the sense that one tutor provides her colleagues with background information on a student\u2019s challenges and successes, or provides concerned faculty with an account of what their students sought assistance in; they might be <em>educational<\/em>, as in tutors might turn to their own past session records to reflect on their instructional practices, or tutor educators might incorporate records in their training materials; or, as Malenczyk argues, session records might carry, as well, a <em>community-building<\/em> function.<\/p>\n\n\n\n<p class=\"wp-block-paragraph\">Malenczyk sees the potential for this community-building function in the narrative forms of session records and what they suggest about not only the teaching and learning that occurs in sessions but the ways in which writing center workers talk with each other about the work they do in those sessions.&nbsp;I\u2019m attracted to this idea of session records as community-building spaces where tutors convene, in a way, to collaborate in writing instruction, exchange knowing glances, or nod at one another in passing. I&#8217;m a little resistant, though, to the heavy <em>institutional<\/em> weight Malenczyk also sees in session record narratives.&nbsp;She&nbsp;argues that \u201clike teacher end comments, tutor reports are not just exchanges between the tutor and one or more people but are, rather, part of an institutional network of relationships\u201d (77) and \u201cwhat writing center tutors write in their reports not only reflects their view of their work, but may also represent a larger message that the center, and by extension the university, is delivering to students about their status and ability as writers\u201d (88).<\/p>\n\n\n\n<p class=\"wp-block-paragraph\">Because session records at our center are written by often exhausted or hurried graduate students, and because they are not regularly or explicitly addressed in ongoing education for our tutors as a site of critical reflection or professional development, I hesitate to agree that the content of our session records are representative of what is actually accomplished in the corresponding meetings between tutor and writer, or of the messaging directed at the writer about their status and ability.<\/p>\n\n\n\n<p class=\"wp-block-paragraph\">There is something compelling about Malenczyk\u2019s argument, though. As <a href=\"http:\/\/writing.wisc.edu\/blog\/?p=4275\">Neil Simpkins notes in&nbsp;a 2013 post<\/a>, even seemingly innocuous&nbsp;features&nbsp;in administrative documentation (like a space for&nbsp;preferred names as well as legal ones) can have huge&nbsp;rhetorical ramifications. What might a study of our own archive of session records reveal about the kinds of narratives we tell each other about our student writers, and about our work in the writing center?<\/p>\n\n\n\n<p class=\"wp-block-paragraph\">I don&#8217;t mean to suggest that analysis of a single record sufficiently tackles these questions about the significance of session record narratives, but just to get a conversation started, take a look at the record below:<\/p>\n\n\n\n<figure class=\"wp-block-image\"><a href=\"http:\/\/writing.wisc.edu\/blog\/wp-content\/uploads\/sample-session-record.png\"><img loading=\"lazy\" decoding=\"async\" width=\"672\" height=\"257\" src=\"http:\/\/writing.wisc.edu\/blog\/wp-content\/uploads\/sample-session-record.png\" alt=\"A sample session record. Notes include student's recent application status and constructive notes for future work. \" class=\"wp-image-7015\" srcset=\"https:\/\/dept.writing.wisc.edu\/blog\/wp-content\/uploads\/sample-session-record.png 672w, https:\/\/dept.writing.wisc.edu\/blog\/wp-content\/uploads\/sample-session-record-300x115.png 300w\" sizes=\"auto, (max-width: 672px) 100vw, 672px\" \/><\/a><\/figure>\n\n\n\n<p class=\"wp-block-paragraph\">What might we assume or desire this narrative reveals about the work performed in our writing center specifically or in writing center culture broadly? I&#8217;m particularly drawn to those exclamation points, &#8220;(!!!).&#8221; Who are they addressing? What are they saying about the session, the student, the tutor, the center?<\/p>\n\n\n\n<p class=\"wp-block-paragraph\">Please post a comment sharing your thoughts on session records and the narratives you feel, hope, or even worry they build in your center!<\/p>\n\n\n\n<h3 class=\"wp-block-heading\">Work Cited<\/h3>\n\n\n\n<p class=\"wp-block-paragraph\">Malenczyk, Rita. &#8220;&#8216;I Thought I\u2019d Put That in to Amuse You&#8217;: Tutor Reports as Organizational Narrative.\u201d&nbsp;<em>The Writing Center Journal<\/em>. 33.1 (2013): 74-95.<\/p>\n","protected":false},"excerpt":{"rendered":"<p>By Angela Zito\u2014This past summer, I had the good fortune to step from the familiar position of tutoring at the UW-Madison Writing Center into two roles new to me: administration as co-coordinator at the Writing Center, and instruction with Madison Writing Assistance (MWA), our center\u2019s community-based arm. While each of these positions has me thinking about the work of the Writing Center, its tutors, and its writers in many new ways, I\u2019ve found myself thinking quite a bit about the documentation for all these MWA and writing center tutoring sessions\u2014that is, their records. [&#8230;]<\/p>\n","protected":false},"author":73,"featured_media":7018,"comment_status":"open","ping_status":"closed","sticky":false,"template":"","format":"standard","meta":{"footnotes":""},"categories":[1],"tags":[101,102,23,30,96],"class_list":["post-7000","post","type-post","status-publish","format-standard","has-post-thumbnail","hentry","category-uncategorized","tag-session-records","tag-tutor-reports","tag-tutors","tag-uw-madison-writing-center","tag-writing-center-administration"],"yoast_head":"<!-- This site is optimized with the Yoast SEO plugin v28.7 - https:\/\/yoast.com\/product\/yoast-seo-wordpress\/ -->\n<title>Tutor Session Reports\u2014Narratives We Build Together - Another Word<\/title>\n<meta name=\"robots\" content=\"index, follow, max-snippet:-1, max-image-preview:large, max-video-preview:-1\" \/>\n<link rel=\"canonical\" href=\"https:\/\/dept.writing.wisc.edu\/blog\/tutor-session-reports-narratives-we-build-together\/\" \/>\n<meta property=\"og:locale\" content=\"en_US\" \/>\n<meta property=\"og:type\" content=\"article\" \/>\n<meta property=\"og:title\" content=\"Tutor Session Reports\u2014Narratives We Build Together - Another Word\" \/>\n<meta property=\"og:description\" content=\"By Angela Zito\u2014This past summer, I had the good fortune to step from the familiar position of tutoring at the UW-Madison Writing Center into two roles new to me: administration as co-coordinator at the Writing Center, and instruction with Madison Writing Assistance (MWA), our center\u2019s community-based arm. While each of these positions has me thinking about the work of the Writing Center, its tutors, and its writers in many new ways, I\u2019ve found myself thinking quite a bit about the documentation for all these MWA and writing center tutoring sessions\u2014that is, their records. 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While each of these positions has me thinking about the work of the Writing Center, its tutors, and its writers in many new ways, I\u2019ve found myself thinking quite a bit about the documentation for all these MWA and writing center tutoring sessions\u2014that is, their records. 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